Advancing the Field of EBD: Carving a Path and Findinga Destination

摘要

School-age children and adolescents who receive the label of emotional orbehavioral disorder (EBD) must meet the federal guidelines established by IDEA ofmarked and persistent difficulties in one of the following areas that adversely affectseducational performance: learning that cannot be attributed to other factors (e.g.,learning disability), relationships with others, inappropriate feelings or behavior,frequent unhappiness or depression, or excessive fearfulness. Further, the IDEAdefinition excludes students considered to be "socially maladjusted" from receivingan EBD diagnosis. A passing glance at the definition offers conspicuous evidence ofjust some of the problems with meeting the needs of this group of students. Oneclear issue is definitional ambiguity. It is unclear exactly what behaviorscharacterize an emotional or behavioral disorder. Further, the conditions underwhich a diagnosis is given are similarly equivocal. Fear of stigma, differentialteacher tolerance, and availability of appropriate services are but a few of thevariables that encumber diagnostic decisions.